脱贫区“多维混合”师资培训模式构建与实践  

Construction and Practice of“Multi-dimensional Blended”Teacher Training Mode in Poverty-alleviated Areas

作　　者：谢非[1,2] 陈柳 Xie Fei;Chen Liu(School of Education,Yunnan Minzu University,Kunming 650504,China;Yunnan Minority Education Research Base of Minority Education Development Center,Ministry of Education,Kunming 650504,China)

机构地区：[1]云南民族大学教育学院,云南昆明650504 [2]教育部民族教育发展中心云南民族教育重点研究基地,云南昆明650504

出　　处：《继续教育研究》2022年第9期55-60,共6页Continuing Education Research

基　　金：教育部人文社会科学研究青年基金项目“教育精准扶贫的民众获得感研究”(编号:18YJC880093)的阶段性成果。

摘　　要：为提升培训设计的地方特色针对性,在十余年的贫困地区师资培训和教育扶贫经验中,探索和总结出“多维混合”培训模式。该模式基于“混合式学习”理论,在铸牢中华民族共同体意识和巩固拓展教育脱贫成果衔接乡村振兴的大背景下,从目标和操作两个层面,在培训目标、学习形式、语言统合、教育教学技能和多元评价等维度进行了混合式设计。在实施中,注重延伸性背景分析、注重整体性和特殊性互补并采集本土案例,有利于体现该模式的实践效果和优势。In order to improve the pertinence of local characteristics of the training design,the“multi-dimensional blended”training mode is explored and summarized in the experience of teacher training and education poverty alleviation in poor areas for more than ten years.Based on the theory of“blended learning”,under the background of strengthening the consciousness of the Chinese national community,consolidating and expanding the achievements of poverty alleviation by education and connecting rural revitalization,a blended design is made in the dimensions of training objectives,learning forms,language integration,teaching skills and multiple evaluation at the levels of objectives and operation.In the implementation,paying attention to extended background analysis,the complementarity of integrity and particularity,and collecting local cases are conducive to reflect the practical effect and advantages of this model.

关 键 词：师资培训 混合式学习 巩固脱贫成果 铸牢中华民族共同体意识 

分 类 号：G451.2[文化科学—教育学]